Add your thoughts using the KWL approach. Thinking about Game Mechanics, Games-Based Learning or gamification.....
K = What do you know? - I know most students love games and that games can be used to increase student learning. Some students however can struggle in competitive situations and therefore struggle to engage. Games can take many different forms. They can be team or individual.
W = What do you want to learn? - I would like to learn some practical games directly related to numeracy, literacy and science.
I want to know how best to incorporate Games-Based Learning into my programmes in a way that will increase all students participation and learning. How can I best tailor games to my class so that all students will be interested and having fun?
L = What have you learned? (we'll do this last one later) - Engaging the students is a big part of gamification. Games can take many different forms forms and don't necessarily need to be computer/technologically based to be engaging. Games created to directly link to learning outcomes. Challenges can increase students learning and motivation with out the students even realising. When designing a game you need to think about the games dynamics, its mechanics, components and fun elements as per the classroom rubric. Great comments and yes GBL is about the design philosophy not the medium used.
Reflection
Add your thoughts here and also add to the KWL notes above, where appropriate.
It was great to see and learn about the elements which make a game successful. It was great to see the students in the video so enthusiastic and it was interesting to see them place a high value on choice. Something that is big in gaming.
Level 2
Where do I start?
Identify some learning outcomes that you will be visiting with your students in upcoming lessons. Note down here some ways they might benefit from gamification. Learning outcomes that I would like to explore with gamification would be science inquiry based learning. Many students like to tune off in these lessons and/or not participate in discussions of what they have learnt. These lessons introduce a lot of facts and concepts to the students and they can become overwhelmed and struggle to retain the information. If I can include games based learning into some of these lessons it would be teaching the content in an more fun and engaging way. I could create a research task that the students complete in groups and then I could judge the the finished projects for prizes. I could create so many categories of winners that all students would potentially win thus no student will become disheartened. Another option would be at the end of each science topic the students create their own kahoot for their peers to do. This would be very exciting as the class will be using what they have created. They will have to really research the class content to create the kahoot and thus be learning. Students who then complete the Kahoots would also be learning. I think this sounds like a good start.
Observe and reflect
After playing a game what are your personal thoughts about the design and elements involved and how any of these could help you in thinking about doing the same in a learning activity?
We played a few 'Kahoots' (https://getkahoot.com/). Elements involved included 'emotions' as students got answers right in good time or got them wrong, 'relationships' as students competed against each other, 'challenges' as students needed to solve the problem and select the correct answer, 'competition' as students competed to select the right answer in the quickest time possible and 'feedback' the kahoot gives feedback after each question, detailing the correct answer and also the time in which it took to answer.
The majority of the students loved it and were super engaged. They became very loud yelling and getting over-excited as they won. Especially as after each question it has a live leader board. Students loved that they could personalise themselves in the game by picking their own special avatar name. I needed to monitor this to ensure they were sensible. Unfortunately some students got frustrated and upset that they were loosing and it actually had a worse effect for them and caused them to switch off. I need to look at how I can differentiate games based learning for lower students. A good reflection. Games can be fun and motivational but it can be an unfortunate side effect that they can dishearten some people (in this case less able students). It sounds like the time limit in this GBL experience was the thing that needs to be differentiated. Also for less able students this GBL experience is very public, which can be unpleasant. Do you think the Kahoot quiz/game would be a different experience if played in teams rather than as individuals?
Level 3
Premiers Reading Challenge Reflection
Write your thoughts here and or print a rubric and circle the appropriate areas you notice as you review the rules of this gamified experience. (feel free to scan or photograph and upload your rubic to this page.)
I think the game based learning starts in the name with the word challenge. Lots of people love a challenge and the satisfaction of overcoming a challenge. The programme is also made to be age appropriate, which makes it fair, though it does allow for younger students to go up a level if they are able. The programme has a reward system of certificates including gold and platinum which are descriptions used to encourage the students. There is also a medal available as well. It is interesting to note that books completed after the challenge count toward next years challenge. So far in my reflection I have focused on the challenge itself and the satisfaction and rewards of completing it but, it is important to note that the whole time the students are in fact reading. Even though they may be focused on finishing the challenge and the reward they are reading and therefore learning. A nice observation Peter. Yes the teaching goal is just reading. Over time this goal is reached for students who participate. How could your goals for your students work longer term?
Write your thoughts here and or print a rubric and circle the appropriate areas you notice as you review the rules of this gamified experience.
(feel free to scan or photograph and upload your rubic to this page.)
This is a very impressive and well thought out programme. It is well designed and incorporates many game elements. It creates excitement but using zombies. It has the feel of a zombie video game or board game which would straight away draw students in. I like that the creator directly says that he has looked specifically at the students interests in creating the programme. It is even interesting that the programme utilises a graphic commic style novel as the text book to guide the student through their learning. The programme also mixes fantasy with reality to foster learning. While the zombies are not real, the places the students research and use in the programme are real and they are learning about them in an engaging way. The fantasy component will help the students retain the information.
Game Thinking Planning - Science Unit - Sustainability. Lesson outcomes
ST1-1VA: Shows interest in and enthusiasm for science and technology, responding to their curiosity, questions and perceived needs, wants and opportunities.
ST1-2VA: Demonstrates a willingness to engage responsibly with local, national and global issues relevant to their lives, and to shaping sustainable futures.
ST1-3VA: Develops informed attitudes about the current and future use and influence of science and technology based on reason
ST1-4WS: Investigates questions and predictions by collecting and recording data, sharing and reflecting on their experiences and comparing what they and others know
ST1-9ES: Identifies ways that people use science in their daily lives to care for the environment and the Earth’s resources
Description of your audience
Year 2 class. Students 7 and 8 years old.
The students love technology especially the i-Pads, card games like Pokémon, sport like handball and soccer, you-tube, on-line games and getting awards.
Dislikes include: lots of writing, not getting a turn, missing out on activities.
They are motivated by awards and privileges, including i-Pad time and class awards. I also offer free choice play at the end of the week for those students who work hard and do the right thing during the week.
Time constraints
The unit will be taught over a single term of 8 weeks with 2 lessons per week. A total of 16 lessons.
Game Elements Game Dynamics:
Narrative - Students given a scenario that the world they live in is about to end due to human kind polluting it. Their task is to ‘Save the world’ by researching and presenting sustainable living.
Progression – To ‘Save the world’ students must successfully progress through 5 levels. Level 1 – Alternative Fuels, Level 2 – Recycling, Level 3 – Water Conservation, Level 4 – Organic Farming and Level 5 – Global Warming
Emotion – It is intended that students will feel the emotions of sadness and rage as they see what is currently happening to the earth and its living things due to reckless human pollution. As they find solutions on each level their feelings will turn to hopefulness and justice.
Relationships – Students will be in teams and so will have lots of interaction with their team members.
Game Mechanics:
Challenges – Students will need to complete challenges which find solutions to different kinds of human pollution. When they complete a certain amount of challenges they will progress to the next level.
Chance – The challenges that students will get will be drawn out of a hat. Each team will have different challenges.
Competition – The teams compete to complete all the levels.
Co-operation – Teams need to work together in order to complete the challenges.
Resource acquisition – As students complete each challenge they are given information that can help with possible future challenges.
Rewards – Students get a reward for finishing each level and ultimately the game.
Transactions – Students can trade their information for other team’s information if they wish. Depending on which challenges they get. These would be in the form of playing cards.
Clear win states (achievable goals/end) – Teams who complete the challenges and levels win the game.
Clear feedback is given and there is always opportunity to try tasks again – Teacher to give feedback and assist all teams to complete their challenges successfully.
Game Components:
Achievements – Students as they complete each challenge and level will be filled with a sense of achievement.
Avatars – Teams can form a ‘Sustainability organisation’ with their own logo and moto.
Badges – Teams earn a badge for each level completed which can be stuck on the leader board.
Content unlocking – When student’s complete challenges they will receive information. They also receive information when they finish each level.
Leader boards – The leader board is to be displayed in the classroom, as teams finish levels they place their badge on the leader board.
Levels – As detailed above there are 5 levels that the students must complete to win the game.
Quests – Each level contains a certain amount of challenges, which each team must complete to move to the next level.
Teams – Students will be in teams competing against each other.
Fun check
Easy Fun – Students given the opportunity to present the solutions to their challenges in a fun and engaging way for the rest of the class. Using a variety of methods – acting, technology, posters, filming, writing, pictures.
Hard Fun – Students given challenges they need to complete in order to progress to the next level.
Serious Fun – As students solve the real life problems of human pollution they will get a sense of joy, satisfaction and achievement.
Social/People Fun – As students are working in teams against other teams there will be a strong sense of rivalry between teams and mate ship within teams. Students will need to work together to complete the challenges.
A final reflection
Completing this course has allowed me to learn in detail what 'Game Based Learning' is and how to apply it practically to programmes in the classroom. I really enjoyed making my own 'Game Based Learning' programme and applying the knowledge learned form the course. As I was completing the programme the knowledge all came together and also my mind started ticking over all the fun and engaging possibilities I could incorporate. It's great to hear that you have gained some new insights into GBL. The final plan shows a lot of thinking through the game dynamics and game elements ans well as the fun needed to make a GBL experience succeed longer term. Good luck.
Badges & Rewards
Level 1
KWL (Levels 1 and 3)
Add your thoughts using the KWL approach. Thinking about Game Mechanics, Games-Based Learning or gamification.....K = What do you know? - I know most students love games and that games can be used to increase student learning. Some students however can struggle in competitive situations and therefore struggle to engage. Games can take many different forms. They can be team or individual.
W = What do you want to learn? - I would like to learn some practical games directly related to numeracy, literacy and science.
I want to know how best to incorporate Games-Based Learning into my programmes in a way that will increase all students participation and learning. How can I best tailor games to my class so that all students will be interested and having fun?
L = What have you learned? (we'll do this last one later) - Engaging the students is a big part of gamification. Games can take many different forms forms and don't necessarily need to be computer/technologically based to be engaging. Games created to directly link to learning outcomes. Challenges can increase students learning and motivation with out the students even realising. When designing a game you need to think about the games dynamics, its mechanics, components and fun elements as per the classroom rubric. Great comments and yes GBL is about the design philosophy not the medium used.
Reflection
Add your thoughts here and also add to the KWL notes above, where appropriate.It was great to see and learn about the elements which make a game successful. It was great to see the students in the video so enthusiastic and it was interesting to see them place a high value on choice. Something that is big in gaming.
Level 2
Where do I start?
Identify some learning outcomes that you will be visiting with your students in upcoming lessons. Note down here some ways they might benefit from gamification.Learning outcomes that I would like to explore with gamification would be science inquiry based learning. Many students like to tune off in these lessons and/or not participate in discussions of what they have learnt. These lessons introduce a lot of facts and concepts to the students and they can become overwhelmed and struggle to retain the information. If I can include games based learning into some of these lessons it would be teaching the content in an more fun and engaging way. I could create a research task that the students complete in groups and then I could judge the the finished projects for prizes. I could create so many categories of winners that all students would potentially win thus no student will become disheartened. Another option would be at the end of each science topic the students create their own kahoot for their peers to do. This would be very exciting as the class will be using what they have created. They will have to really research the class content to create the kahoot and thus be learning. Students who then complete the Kahoots would also be learning. I think this sounds like a good start.
Observe and reflect
After playing a game what are your personal thoughts about the design and elements involved and how any of these could help you in thinking about doing the same in a learning activity?
We played a few 'Kahoots' (https://getkahoot.com/). Elements involved included 'emotions' as students got answers right in good time or got them wrong, 'relationships' as students competed against each other, 'challenges' as students needed to solve the problem and select the correct answer, 'competition' as students competed to select the right answer in the quickest time possible and 'feedback' the kahoot gives feedback after each question, detailing the correct answer and also the time in which it took to answer.
The majority of the students loved it and were super engaged. They became very loud yelling and getting over-excited as they won. Especially as after each question it has a live leader board. Students loved that they could personalise themselves in the game by picking their own special avatar name. I needed to monitor this to ensure they were sensible. Unfortunately some students got frustrated and upset that they were loosing and it actually had a worse effect for them and caused them to switch off. I need to look at how I can differentiate games based learning for lower students.
A good reflection. Games can be fun and motivational but it can be an unfortunate side effect that they can dishearten some people (in this case less able students). It sounds like the time limit in this GBL experience was the thing that needs to be differentiated. Also for less able students this GBL experience is very public, which can be unpleasant. Do you think the Kahoot quiz/game would be a different experience if played in teams rather than as individuals?
Level 3
Premiers Reading Challenge Reflection
Write your thoughts here and or print a rubric and circle the appropriate areas you notice as you review the rules of this gamified experience. (feel free to scan or photograph and upload your rubic to this page.)I think the game based learning starts in the name with the word challenge. Lots of people love a challenge and the satisfaction of overcoming a challenge. The programme is also made to be age appropriate, which makes it fair, though it does allow for younger students to go up a level if they are able. The programme has a reward system of certificates including gold and platinum which are descriptions used to encourage the students. There is also a medal available as well. It is interesting to note that books completed after the challenge count toward next years challenge. So far in my reflection I have focused on the challenge itself and the satisfaction and rewards of completing it but, it is important to note that the whole time the students are in fact reading. Even though they may be focused on finishing the challenge and the reward they are reading and therefore learning. A nice observation Peter. Yes the teaching goal is just reading. Over time this goal is reached for students who participate. How could your goals for your students work longer term?
Zombie Learning Reflection
Write your thoughts here and or print a rubric and circle the appropriate areas you notice as you review the rules of this gamified experience.(feel free to scan or photograph and upload your rubic to this page.)
This is a very impressive and well thought out programme. It is well designed and incorporates many game elements. It creates excitement but using zombies. It has the feel of a zombie video game or board game which would straight away draw students in. I like that the creator directly says that he has looked specifically at the students interests in creating the programme. It is even interesting that the programme utilises a graphic commic style novel as the text book to guide the student through their learning. The programme also mixes fantasy with reality to foster learning. While the zombies are not real, the places the students research and use in the programme are real and they are learning about them in an engaging way. The fantasy component will help the students retain the information.
You Try
Game Thinking Planning - Science Unit - Sustainability.
Lesson outcomes
ST1-1VA: Shows interest in and enthusiasm for science and technology, responding to their curiosity, questions and perceived needs, wants and opportunities.
ST1-2VA: Demonstrates a willingness to engage responsibly with local, national and global issues relevant to their lives, and to shaping sustainable futures.
ST1-3VA: Develops informed attitudes about the current and future use and influence of science and technology based on reason
ST1-4WS: Investigates questions and predictions by collecting and recording data, sharing and reflecting on their experiences and comparing what they and others know
ST1-9ES: Identifies ways that people use science in their daily lives to care for the environment and the Earth’s resources
Description of your audience
Year 2 class. Students 7 and 8 years old.
The students love technology especially the i-Pads, card games like Pokémon, sport like handball and soccer, you-tube, on-line games and getting awards.
Dislikes include: lots of writing, not getting a turn, missing out on activities.
They are motivated by awards and privileges, including i-Pad time and class awards. I also offer free choice play at the end of the week for those students who work hard and do the right thing during the week.
Time constraints
The unit will be taught over a single term of 8 weeks with 2 lessons per week. A total of 16 lessons.
Game Elements
Game Dynamics:
Game Mechanics:
Game Components:
Fun check
A final reflection
Completing this course has allowed me to learn in detail what 'Game Based Learning' is and how to apply it practically to programmes in the classroom. I really enjoyed making my own 'Game Based Learning' programme and applying the knowledge learned form the course. As I was completing the programme the knowledge all came together and also my mind started ticking over all the fun and engaging possibilities I could incorporate. It's great to hear that you have gained some new insights into GBL. The final plan shows a lot of thinking through the game dynamics and game elements ans well as the fun needed to make a GBL experience succeed longer term. Good luck.